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Enlaces Teóricos e Pedagógicos entre Formação Continuada Docente e Prática Pedagógica com Tecnologias
| Content Provider | Semantic Scholar |
|---|---|
| Author | Richit, Adriana |
| Copyright Year | 2013 |
| Abstract | The article presents considerations on the links between theoretical and pedagogical highlighted the process of continuing education for teachers of basic education and the development of pedagogical practices based on the use of technologies. The analysis is based on the results of a doctoral research carried out at the Graduate Program in Mathematics Education UNESP, Rio Claro, SP, Brazil. Such research engaged teaching math in public schools teaching an inland city of Rio Grande do Sul, which engaged in a training activity in blended mode, in which experienced different ways of approaching mathematical concepts curriculum. As the study results showed, among other things, that the implementation of a new practice by the teacher is a slow and complex, permeated by aspects of various kinds, such as the teacher’s preconceptions about the role of technology in pedagogical practice, the impact policies and guidelines of the national curriculum guidelines in the school curriculum, the influences of education assessment tests, the influences of school culture and the impact of formative experiences experienced by the teacher throughout his career. In this regard, we emphasize the importance of continuing education as a way to encourage and enable change in teaching practice. |
| Starting Page | 123 |
| Ending Page | 136 |
| Page Count | 14 |
| File Format | PDF HTM / HTML |
| DOI | 10.4322/gepem.2014.038 |
| Alternate Webpage(s) | http://doi.editoracubo.com.br/10.4322/gepem.2014.038 |
| Alternate Webpage(s) | https://doi.org/10.4322/gepem.2014.038 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
